#sensory learning

[calicojack1718]

Reading time: 3 minutes Everything Trump says is a lie and everything he does has an ulterior self-serving motive. BORING! What's more interesting is the evidence of UAPs or UFOs itself. What do you think? Are aliens visiting us?

Comment on This: The UFO Files Say More About Perception Than Extraterrestrial Life

[wisecroc-kids-elearning]

How Children Use Their Senses to Learn | Parent’s Guide

Discover how children explore and understand objects using sight, touch, sound, taste, and smell. Simple tips for parents to support sensory

[scitechman]

Carnegie Mellon Research Identifies New Pathways for Sensory Learning in the Brain

Carnegie Mellon Research Identifies New Pathways for Sensory Learning in the Brain

We’ve all heard the saying that individuals learn at their own pace. Researchers at Carnegie Mellon University have developed an automated, robotic training device that allows mice to learn at their leisure. The technology stands to further neuroscience research by allowing researchers to train animals under more natural conditions and identify mechanisms of circuit rewiring that occur during…

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[neurosciencenews]

New Neurons in the Adult Brain Are Involved in Sensory Learning

Although we have known for several years that the adult brain can produce new neurons, many questions about the properties conferred by these adult-born neurons were left unanswered. What advantages could they offer that could not be offered by the neurons generated shortly after birth?

The research is in PNAS. (full access paywall)

[montessorishop]

What is Sensorial Education?

Many people believe that intelligence is developed by products of our environment or genetics, and it is, but it can also be furthered through education.  Perception is built by individuals thought process and overall experiences.

It’s important to know that there is a difference between a child’s sensory education and sensorial impressions.  Sensory education is taught through materials developed by Maria Montessori.  Sensory objects help establish focus by using a child’s senses, hands and stimulating activity.  When a young child observes anything exciting and new, that child will automatically want to touch that object.

This type of education is not an exercise to hone in on their senses, but it allows children to use their senses to understand what they are observing.  Sensory impressions, on the other hand, are feelings.  The fact is that the mind needs as much information as possible to appreciate everything the environment has to offer like music, reading, art and culture.

Montessori’s sensory approach helps children identify and use their hidden knowledge in their own surroundings.  Think of this as the primary key that will open a locked door of the mind.  Dr. Montessori realised that this type of activity was an active and physical approach and instead of using pictures in her teachings she offered the children the opportunity to feel an object rather than seeing it.

I love the freedom for creative and innovative learning that sensory education offers.  Watch this space for more on one of my favourite topics!

[davidtopolewski01]

A new study finds people learn foreign words more easily when using several sensory organs.

[londonexperience2014-blog]

Slave Narrative Essay #1

Therese O’Shaughnessy

  Dr. Matthews

  Slave Narratives

  2 December 2014

  Empowerment via Knowledge:

Society’s Future Abolitionists

“I think that the best way to solve problems and to fight is through dialogue, is through peaceful way, but for me the best way to fight against terrorism and extremism is just simple thing: educate the next generation”

-Malala Yousafzai

              17-year-old social activist and education campaigner, Malala Yousafzai, is much like a modern hero for the children of Pakistan, fighting for their rights to a proper education despite the personal danger and physical pain this campaign has caused her. Malala’s belief that lasting change to any social construct is only capable through the education of the next generation is a thought that I too hold very much true in my heart. It seems unlikely that any social movement would succeed without the implementation of its objectives, principles, and history in the education of its youth. To educate a child is to empower him/her: the empowerment of the youth leading to the revision of a failing social design. Under this theory, providing the youth with a proper education on the Atlantic slave trade (spanning from the 16th to the 19th century) is advantageous in encouraging the disintegration of modern day slavery.

 I do not believe it is inappropriate, then, to introduce primary school students (ranging from ages 5 to 11) to the history of the Atlantic slave trade. Although exposure to acts of violence and torture are not suitable for such an age group, teachers should not refrain from educating their students on the factual history and themes that surround the slave trade. Themes and other lessons that are integral to a child’s education can also be taught through the stories and artifacts of the slave trade, as students will enhance their abilities in problem solving, creativity, and other helpful skills when participating in classroom discussions on the Atlantic slave trade. It is not enough to simply demand students to read materials regarding the enslavement of Africans without proper discussion and elaboration on its themes. Rather, the most beneficial method of teaching the Atlantic slave trade is via a hands-on, or kinesthetic, approach to the materials. Considering the valuable information located in the history of the slave trade, combined with the evolution of developmental milestone skills for primary school students, it is vital that our youth not be unnecessarily sheltered from their own history. Teachers must guide their students in appropriate and sensitive ways to learn about and respect those peoples who were kidnapped, enslaved, and degraded during this pivotal moment in history. 

            An exceptional online resource for both students and teachers while discussing the Atlantic slave trade is the USI: Understanding Slavery Initiative, which is made up of six museums that have spent the past eight years working with the UK “to share expertise, develop resources, training opportunities and school sessions.” Located within their website is a multitude of helpful videos and articles that may guide educators toward the most effective methods of teaching such a complex history. While there are many resources available, the information that I found most significant and/or surprising focused mainly on the controversial aspects of teaching slave history. For instance, helpful advice on the USI FAQ page urges teachers to develop their students’ minds on their knowledge of ancient, past, and modern Africa as the contrast between “modern African cities and lifestyles with the more clichéd depictions of rural communities” will provide students with a more sophisticated understanding of the continent. I believe through challenging grade school students on the stereotypes of Africa, this will inevitably lead to a less racist and less ignorant society in the future.

            Another vital section of information drawn from the USI’s FAQ page follows under a section titled, “Are primary school children psychologically equipped to learn about a history that is sensitive, brutal and controversial?” While it’s overall goal is to educate youth about the history of the slave trade, I was impressed how the USI gives careful consideration to the psyche of children, fulfilling a well-rounded examination on the subject. The USI does admit that under the age of ten years old, children may not be capable of contextualizing the slave trade due to several reasons, including:

They lack the broader historical knowledge of the economic and social conditions that drove Britain from the 16th century onwards– essential to understand how such an abhorrent system of trade could flourish and be widely accepted. They may not yet be emotionally equipped to deal with learning about the brutality and violence that was meted out during the era of transatlantic slavery. Young children may not yet have properly explored their own identity and rights and therefore cannot appreciate the gravity of having such things forcibly removed. There are many complexities to this history and many areas where the wrong approach to teaching it can cause children to become confused and traumatized, or develop serious misconceptions about events and legacies. For these reasons, and more, many primary school teachers choose not to explore this history with their pupils. (USI)

Understanding the complications that may arise while teaching grade school students about the slave trade empowers the teacher to make alterations in the classroom program to suit the needs of a specific age group. The USI urges teachers to avoid exposing younger students to violence, rather exploring other relatable themes like “justice, what is fair and unfair, Africa pre-slavery, trade and its significance to Britain’s past and present, how the trade links Britain to Africa . . .identity and human rights.” The aforementioned themes are all key elements of the Atlantic slave trade that may be examined without the repercussions of emotionally disturbing stories and pictures of the brutality present in slavery. By first setting ground rules on issues of racism, blame, guilt, identity, and ignorance, the USI explains that a classroom atmosphere of “mutual respect and support” is fundamental in learning about the sensitive issues of slavery. I find it extremely important that such an environment be established before students are to delve into the topic of slavery in order to avoid any unneeded hostility and anguish between students. Oftentimes, I find it just as necessary to establish a “safe place” of thought and discussion within a classroom of older students who are partisan to their beliefs and unwilling to cooperate appropriately in discussion. Only once a student feels safe and secure in the classroom may their learning commence.

            The USI also excels in providing video training for teachers, giving examples on how to creatively and symbolically use slavery artifacts/objects, as well as information on techniques to working with objects of violence and the understandably disturbed reactions students may have to them. Speaker Jean Campbell demonstrates for the camera a couple examples of objects one might use to convey themes of the Atlantic slave trade. She holds up a thick rope and beside it a picture of a slave ship. She then asks, “Why do you think the trade continued so long?” It is likely that discussions of commerce, rope making, and profit will emerge from such a question, and provided with visuals children will be more receptive to recall such facts later on. Campbell next holds up a manila, or a bronze bracelet used amongst West Africans as commodity currency and later by Europeans as “slave trade money” (Wikipedia). She suggests that students trace the object on a piece of paper, in the margins adding facts that they’ve discovered about the object, such as the shape, color, and use. Campbell believes that this “hands-on” method of learning is best for the child’s learn-term memory.

            While teaching the Atlantic slave trade via kinesthetic learning may be a bit progressive for some “old fashioned” teachers, the retention of information and improvement of other skills supports the theory that slave history should not just be read, but explored. A blog post titled, “Benefits of Kinesthetic Learning,” featured on the Nepean Tutoring webpage lists several ways in which young students can benefit from hands on approaches to exercises similar to the examples provided by Jean Campbell. According to the Nepean Tutors, Kinesthetic learning has shown an increase in comprehension; promotion of the development of cognitive skills, and the improvement of social skills (including but not limited to: problem solving, creative thinking, and observational skills). With such an advantageous learning style, I find it fitting that the history of the Atlantic slave trade be explored through a kinesthetic method so students may reap the greatest benefits of their time in the classroom. Perhaps the most important advantage of teaching slave history through hands on learning is the level of self-expression students are encouraged to engage in during activities dealing with sensitive topics.  Nepean Tutors stress that kinesthetic learning “has the advantage of letting children gain self-knowledge by letting them at their own comfort level, confidence level and with their own creative potentials,” allowing students to discover at their own pace lessons in history and humanity.

            Given the brutal history of the slave trade, the emotive responses of some students to the objects and stories learned are highly likely. Jean Campbell gives profound advice in a video titled: “How can teachers handle working with objects of violence, and the emotional reactions some students may have to them?” She asks that teachers provide as many opportunities as possible for young learners to express their responses to objects linked to the violent history of slavery. For instance, Campbell asks her peers to write down a one-word response to the leg-irons she has on display. Not only will the students benefit from releasing any sensitive emotions through this activity, but I also believe it is helpful for a student to examine the responses of his/her peers in order to receive a more well-rounded idea of such an artifact. Campbell finds it important to “normalize” the students’ reactions and I agree that treatment of emotional reactions should be done with tact and sensitivity. The more that youth are encouraged to discuss their experiences and reactions, the more beneficial this style of learning is to their retention of information and development of skills,.

Furthermore, it should be noted that despite the obvious invaluable education to be received from learning of the Atlantic slave trade, some administration around the United States have attempted to erase this period from history to follow a more conservative, “Christian” agenda. Specifically, as a part of the nation’s largest educational fund, in 2010 Texas perused to alter social studies textbooks to tailor an overwhelmingly biased agenda. Journalist Amanda Paulson writes in an article for The Christian Science Monitor a broad view of the changes intended by the conservative Texas Board of Education: “students would be required to learn about the ‘unintended consequences’ of Title IX, affirmative action, and the Great Society, and would need to study conservative icons like Phyllis Schlafly, the Heritage Foundation, and the Moral Majority . . . [Thomas Jefferson] is minimized.” Even more obscure is the Texas Board of Education’s desire to rename history. For instance, the Atlantic slave trade becoming the “Atlantic triangular trade,” American imperialism to become American “expansionism,” and the word “capitalism” to be replaced by “free enterprise” (Paulson). Disguised under pretenses of representing a “positive spin” on American history, the proposed changes are in reality extremely misguiding for impressionable youth and disrespectful to those imperialized people who were subjected to cruelties by the hands of Americans.

While the 2010 proposed changes were not accepted, this has not deterred the Texas Board of Education from continuing to push for textbook alterations. Laura Isensee reports on November 21, 2014 in an article published online the NPR education blog, “For the first time since 2002, the Texas State Board of Education voted to adopt a new generation of social studies products. That includes some 89 textbooks, workbooks and other classroom materials.” The Texas learning standards that were established in 2010, express such falsities, like slavery was only the third most important contributing factor to the Civil War (Isensee). Providing false information, these revisions could effect more than just the Texas youth population, for the writer comments that even beyond the 5 million Texas students the state has a significant impact on the national textbook market. Moreover, the Texas $22 billion education fund is amongst the largest in the United States, which only serves to increase the Texas Board of Education’s influence over the educational materials provided to other states (Paulson). It is not unlikely that the impact of this new vote could corrupt the education of school children across the nation.

            While not explicitly detailed as such, the Texas Board of Education’s decision means the censorship of history, specifically the censorship of slavery. In advocating for what they call a patriotic and Christian agenda, the alterations to textbooks will have devastating effects on the education of America’s youth. Such impressionable, young students will not have the tools necessary to understand the history of their nation as anything more than a mythicized account of “heroic” actions and accomplishment. Students will have limited exposure to the horrors of the Atlantic slave trade, barring them from access to their own authentic history. As Malala Yousafzai’s wise words ring in my ears, I am gravely aware of the devastating impact a lack of education could have upon this country in future years to come. When my generation has grown weary with age and our adult children remain uneducated and helpless- who then can we expect fight against terrorism and extremism?

  Works Cited

  "Benefits of Kinesthetic Learning." Nepean Tutoring. Australian Tutoring Association, 8 Aug. 2013. Web. 01 Dec. 2014.

Campbell, Jean. "How can teachers handle working with objects of violence, and the emotional reactions some students may have to them?” USI: Understanding Slavery.          Understanding Slavery Initiative, n.d. Web. 01 Dec. 2014.

Campbell, Jean. "In What Ways Could Objects Be Used Symbolically to Allow and Encourage           Creative Responses to This History?" USI: Understanding Slavery. Understanding       Slavery Initiative, n.d. Web. 01 Dec. 2014.

"FAQ." USI Home Page. Understanding Slavery Initiative, n.d. Web. 01 Dec. 2014.

Isensee, Laura. "Texas Hits The Books." NPR. NPR, 21 Nov. 2014. Web. 01 Dec. 2014.

"Manillas." Wikipedia. Wikimedia Foundation, 30 Nov. 2014. Web. 01 Dec. 2014.

Paulson, Amanda. "Texas Textbook War: 'Slavery' or 'Atlantic Triangular Trade'?" The         Christian Science Monitor. The Christian Science Monitor, 19 May 2010. Web. 01 Dec.         2014.

[sensoryguru-blog-blog]

The Multi-Sensory Studio at Chailey Heritage School featuring the Magic Carpet Multi-Sensory Specialist Teacher, Liz, describes some of the remarkable multi-sensory facilities for children with sensory impairments at Chailey Heritage Foundation, a pioneering charity which educates and cares for children and young adults with complex physical disabilities and health needs.